With global collaboration and a flat world in mind, this group of Adobe Education Leaders (primary through post secondary education) is sharing their expertise and thoughts on the use of technology in the school classroom and at districts and college/university campuses around the world.

Posts tagged "SAMR model"

We know when we have achieved successful technology integration: it is when we use technology without even thinking about it.

Adobe tools have sometimes seemed quite exclusive, solely for industry professionals. The need for teachers to up-skill has always seemed quite low on the priority list. The very hurdle of learning how to use the software can stand in the way of using the software to enhance learning. At my school Photoshop is only used in the Advanced IT course. Why is that?

I think Adobe have responded with new tools like Photoshop Elements/Premiere Elements and Muse. I am very pleased at the high uptake from my teaching colleagues and students alike. With minimal training and support I am beginning to see teachers integrating these tools into their daily workflows. As adoption of these tools increases it is evident that Adobe can go beyond enhancing learning.

Borrowed from an expert called Dr Rueben Puentedura the term “Transformation” as a result of technology adoption, is a stage you want to aim for in your journey of successful technology integration.

The SAMR model.

Dr Rueben Puentedura hit on a model which you should be familiar with. The SAMR model is a system which you can use to measure your application of technology, or it’s level of use.

The first level is the lowest level of use: Substitution.

Technology acts as a direct tool substitute with no functional changes. A common example is a type-writer being exchanged for a word-processor (albeit with a screen) and being used in exactly the same way. No cut and paste, no spell check, just direct substitution.

The second level is: Augmentation

At this level you are using the same tool with some functional improvement. Improvements may include the spell check or instant dictionary definition, cut/paste and placement of images etc. Already at this secondary stage we are seeing a much higher level of productivity from the individual.

The third level is: Modification

This level actually slightly alters (but doesn’t change) the task at hand. For example, beforehand your type-writer was being used to produce a text report. But now we have additional technology tools available, we could create the report in a spreadsheet. This would allow you to automatically calculate sums and create graphs for immediate visualisation of the information. We may choose to email the spreadsheet to colleagues instead of print it. Our report (previously a fixed paper document) has now seen significant task redesign. This results in substantial productivity increase.

The fourth level is known as: Redefinition.

At this level, we look beyond ways of just modifying the process **which still has the fundamental task at its heart**. Is this the best way to perform the task? The Redefinition level will use available technology to completely redesign tasks.

We are no longer producing a simple report. Information that would original have been compiled by an individual could now involve many contributors; collaborating in real time on the same document. An example might be to use a public document on Google Docs allowing for instant global collaboration on the project. The project could include photographs, graphics, even video, added from many different devices. Spreadsheet calculations will cascade through a document and be available for all decision makers in a moment. Immediately the task has seen the removal of multiple steps, and many more users are viewing and editing the document, increasing communication, accuracy, and productivity.

Applying this model into education is having astounding results. It is a fairly simple idea but one which has really helped me to evaluate where I am at, and what I could be achieving.

I would add that task redefinition can also remove constraints that may have existed before but were not addressed. At redefinition the task and its outcomes are clearer, the technology becomes invisible and the learning at hand takes priority.

With tools like Captivate and Adobe Connect it is very clear to see how Adobe are not only enhancing teaching practices but truly transforming tasks.

I encourage you to visit Dr Rueben Puentedura’s blog at www.hippasus.com to discover more.